This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students.
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DBI Process
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Colorado's Intensive Intervention Implementation Story Since 2017, NCII and Colorado have partnered to build: (a) the knowledge and skills of state staff, (b) awareness about data-based individualization (DBI) through webinars and conference presentations, and (c) mechanisms to ensure sustainable DBI implementation. View the video below to learn more about DBI implementation in Colorado. Additional Related Colorado Resources Colorado Department of Education Data-Based Individualization Modules
An effective and efficient data system is essential for successful implementation of a multi-tiered system of support (MTSS). However, prior to selecting an appropriate system, schools and districts must identify what its staff and community need and what resources the district or school has to support an MTSS data system. This two-step tool can help teams to consider both what their needs are and to evaluate available tools against those needs. Step 1 can help your team systematically identify and document your MTSS data system needs and current context and step 2 focuses on selecting and evaluating a data system for conducting screening and progress monitoring within a tiered system of support based on the identified needs and context from step 1
This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need. In addition, it includes responses from three participants representing perspectives from policy (David Chard, Wheelock College), research (Nathan Clemens, University of Texas at Austin), and practice (Steve Goodman, Michigan Integrated Behavior and Learning Support Initiative).
This example illustrates the virtual implementation of EL Education’s Decoding and Spelling assessments.
Using multiple data sources, the teacher or team makes a decision to adapt the intervention program to better meet the student’s individual needs. The teacher or team outlines these adaptations in an individual student plan. The plan may include adaptation strategies along several dimensions. These strategies may include quantitative changes, such as providing more opportunities for a student to respond by increasing the length or frequency of the intervention, or decreasing the size of the intervention group.
The series illustrates how educators can implement the NCII reading and mathematics sample lessons through virtual learning and provide tips for there use.
This video from the REL Midwest features Michigan educators discussing how districts can accelerate reading growth for young learners. Educators and leaders from Chippewa Hills School District, specifically discuss the use of data-based individualization (DBI).
This webinar introduce a series of data teaming tools designed to help facilitators and participants before, during, and after their intervention meeting.
In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.